1. Integral Awareness Practice
   1. transformative practices that connect the five elements of Integral Theory to
      1. lived experience
      2. direct awareness
      3. embodied presence
   2. Practices
      1. Embodied Reading
         1. read with your whole body (i.e., all three: gross, subtle, and causal)
         2. Be attentive to somatic states, presence, reactions
         3. and your desire to read more or to not read at all
      2. Engaged Reading
         1. read with your whole mind (i.e., all four major states)
         2. Be attentive to what excites you
         3. Take notes, underline, identify questions, and outline key points/arguments
      3. Presence
         1. When you are listening to others speak, be present and fully attentive
         2. when others speak, do not use it as a chance to collapse into your own world
         3. Remain open to the mystery of the person talking
         4. Feel your body, open your heart, and clear your mind
      4. Reflective Dialogue
         1. When you want to speak, reflect on how your contribution will deepen the conversation
         2. Do not just talk to make a point or to have your cool idea heard
         3. Be willing to not raise your hand and be willing to raise it
         4. Notice how long you talk
      5. Shadow Work
         1. Be aware of your tendency towards projection, splitting things into “all good” and “all bad,”
         2. and other defenses such as rationalization and intellectualizing
      6. Inquiry
         1. Continually inquire into your own experience
         2. be reflective of how you are contracted and/or open
      7. Perspective Taking
         1. Be open to perspectives, especially those that seem problematic or challenge your own
         2. Take as many perspectives as you can, seeing the truth context of each
      8. Self-authorship
         1. Notice how you are often concerned with what people think of you, what the “rules” are, how to fit in
         2. Continually embrace opportunities to strengthen your capacity to self-author
         3. be autonomous in a non-egocentric way
      9. Witnessing
         1. Be aware of the part of your awareness that is absolutely free from contraction and is always witnessing everything that arises in each moment
      10. Daily Meditation
          1. Engage in some form of spiritual practice on a regular basis
          2. breath counting, prayer, body scans, vipassana, yoga, visualization
   3. Integral Methodological Pluralism
      1. pick a topic and then acquire data on that topic using six different methods
      2. two from first-person (Phenomenology and Structuralism)
      3. second-person (Hermeneutics and Ethnomethodology)
      4. and third-person methodologies (Empiricism and Systems Theory)
   4. The Four Dimensions of Development Journal
      1. Experiences of Development (UL)
         1. particular reactions and feelings arising in response to the content of the readings
         2. observations about various experiences (sensory, emotional, cognitive) arising as you are engaging in this material
         3. dreams, images, hunches, emerging memories
         4. how particular areas of your life are being affected by the class content
      2. Behaviors of Development (UL)
         1. observations of self and others that confirm or challenge developmental theories
         2. logistical issues for setting up and performing observations
         3. how do you plan on going about your observations?
         4. develop an observation criteria based on the theories you want to apply and challenge
         5. descriptions of and reflections on the setting of your observations
         6. general reflections and thoughts on developmental behavior
      3. Cultures of Development (LL)
         1. questions that arise as you go through various readings and explore different theories, perspectives, and approaches to development
         2. critique of the various articles/chapters and issues being raised through class
         3. reflections on cultural, ethical, and philosophical understandings of development
         4. your own philosophy/theory building
      4. Systems of Development (LR)
         1. observations and reflections of how different systems (legal, ecological, economic, political, educational) support or prevent development
         2. what patterns do you recognize or identify?
         3. which particular issues are presented in your data?
         4. how do the perceived patterns of behavior relate to particular theories?
         5. what do you notice that is not covered by a theory?
2. Historical Roots
   1. Rudolph Steiner
      1. Waldorf
   2. Alfred North Whitehead
   3. Jiddu Krishnamurti
   4. Sri Aurobindo
   5. John Dewey
   6. Maria Montessori
   7. Jack Mezirow
      1. transformative learning
   8. conventional vs alternative
      1. John Locke
         1. 17th century England
            1. children as expression of original sin
            2. children's minds tabla rasa
            3. father of empiricism
            4. child's growth determined by external causes
            5. big impact on education in England, US
            6. "back to the basics"
            7. fundamentalist
      2. J. Jaques Rousseau
         1. 18th century France
            1. children as expression of innate purity
            2. need supportive contexts for talents, capacities to flourish
            3. children as noble savages
            4. growth determined by internal causes (nature's plan)
            5. one of founders of Romantic movement
            6. developmental psychology
            7. inspiration for alt ed movement
            8. "whole child"
            9. humanist
   9. conventional and alternative are incomplete
   10. alternative overlooks strengths of conventional
       1. fails to see own holistic blind spots
   11. conventional refuses to admit its own limits
   12. fragmented, partial approaches
       1. incapable of providing a meta-perspective on education
   13. the third way: integral education
       1. sees strengths and limits of both conventional and alternative education models
   14. holistic
3. Integral Theory
   1. post-metaphysical approach to knowledge synthesis
   2. based on the AQAL (all-quadrant, all-level) framework
      1. five elements
      2. Integral Methodological Pluralism (IMP)
   3. 4 dimension-perspectives
      1. objectivity
      2. interobjectivity
      3. subjectivity
      4. intersubjectivity
   4. major methodological families
      1. phenomenology
      2. empiricism
      3. structuralism
      4. hermeneutics
      5. systems theory
   5. interested in the participatory relationship
      1. through which multiple ways of knowing the myriad dimensions of reality
      2. occurs through various methods of inquiry
   6. academia is characterized by disciplinary turf wars
      1. clashes between traditional, modern, and postmodern perspectives
   7. five recurring elements
      1. quadrants
      2. levels
      3. lines
      4. states
      5. types
   8. all-quadrants
      1. basic perspectives an individual can take on reality
      2. interior and exterior of individuals and collectives
      3. 4 quadrants
         1. 2 Individual
            1. experience (“I”; subjectivity) (upper left)
            2. interior-idividual
            3. truthfulness
            4. behavior (“It”; objectivity) (upper right)
            5. exterior-individual
            6. truth
         2. 2 Collective
            1. culture (“You/We”; intersubjectivity) (lower left)
            2. interior-collective
            3. justness
            4. systems (“Its”; interobjectivity)
            5. exterior-collective
            6. fuctional-fit
      4. Each of these perspective-dimensions is irreducible, and has its own validity claim
   9. all-levels
      1. occurrence of complexity within each dimension
         1. physical complexity achieved by evolution in behavior
   10. all-lines
       1. various distinct capacities that develop through each of these levels of complexity
          1. cognition
          2. emotions
          3. morality
   11. all-states
       1. temporary occurrence of any aspect of reality within the four quadrants
   12. all-types
       1. variety of styles that aspects of reality assume in various domains
   13. assigns no ontological or epistemological priority to any of these elements because they co-arise and “tetra-mesh” simultaneously
   14. all considered considered equally primordial
4. Integral Education
   1. template to design pedagogy, classroom activities, evaluations, courses and curriculum
   2. used to generate an Integral analysis
      1. quickly assess themselves, their students, and current courses
   3. 20 Aspects
      1. all four quadrants of the AQAL framework
         1. educational experiences (UL)
            1. imagination, emotional reactions, intuitions, thoughts, and insights
         2. educational behaviors (UR)
            1. reading, writing, lecturing, and sitting in chairs
         3. educational cultures (LL)
            1. what is appropriate to say in class, shared meaning between students and faculty, and group values
         4. educational systems (LR)
            1. financial aid structures, program curriculum, grading rubrics, and school policies
      2. four general levels of developmental altitude in each quadrant
         1. amber
            1. traditional
         2. orange
            1. modern
         3. green
            1. postmodern
         4. turquoise
            1. integral
      3. four lines of psychological development
         1. Cognitive Line
            1. grasp of the (inter)objective realm
            2. sensory input, perspective taking, and interconnections between phenomena
         2. Emotional Line
            1. grasp of the subjective realm
            2. feelings and impulses, internal sensations, and phenomenological awareness
         3. Moral Line
            1. grasp of the intersubjective realm
            2. interpersonal obligations and responsibility, duty, and compassion
         4. Kinesthetic Line
            1. grasp of the somatic and physical realm
            2. physical sensations, hand-eye coordination, and bodily movement
         5. other lines
            1. interpersonal, spiritual, aesthetic, psychosexual, and self-identity lines
      4. four states of awareness
         1. Gross-waking states
            1. experience of the world through the five senses, and physical impulses and sensations
         2. Subtle-dream states
            1. visualizations, imagination, reverie, dreams, emotions, images, and the experience of intellectual luminosity
         3. Causal-formless states
            1. formlessness, certain types of spaciousness, vast openness, creativity, and the experience of emptiness (shunyata)
         4. Witnessing states
            1. capacity for
            2. unbroken attention (gross)
            3. lucid dreaming (subtle)
            4. formless absorption (causal)
         5. each of these interior states has an exterior body associated with it
         6. ever-present Nondual awareness is the ground of all states
         7. can be included in numerous ways in education through various exercises and practices
      5. four general typology approaches to learners
         1. Personality Types (UL) (Experience)
            1. Extraverts
            2. Sensors
            3. Thinkers
            4. Judgers
         2. Sensory Types (UR) (Behavior)
            1. Visual
            2. Auditory
            3. Kinesthetic
            4. Olfactory
            5. Gustatory
         3. Gender Types (LL) (Culture)
            1. Masculine
            2. Feminine
         4. Narrative Types (LR) (Systems)
            1. First-person
            2. Second-person
            3. Third-person
   4. 12 (4) Commitments
      1. Upper Left (I) (Educational Experiences)
         1. Contemplative
         2. Critical
         3. Somatic
         4. Integral Inquiry
      2. Upper Right (It) (Educational Behavior)
         1. Skillful
         2. Practical
         3. Active
         4. Integral Action
      3. Lower Left (You, We) (Educational Culture)
         1. Ethical
         2. Perspectival
         3. Connective
         4. Integral Participation
      4. Lower Right (Its) (Educational Systems)
         1. Global
         2. Social
         3. Ecological
         4. Integral Dynamism
   5. 12 Ways of Knowing
      1. Upper Left (I) (Educational Experiences)
         1. Contemplative Inquiry
         2. Critical Reflection
         3. Somatic Knowing
      2. Upper Right (It) (Educational Behavior)
         1. Skillful Action
         2. Practical Application
         3. Active Observation
      3. Lower Left (You, We) (Educational Culture)
         1. Ethical Participation
         2. Perspectival Embrace
         3. Connective Encounters
      4. Lower Right (Its) (Educational Systems)
         1. Global Dynamism
         2. Social Sustainability
         3. Ecological Flourishing
   6. 5 Orders of Consciousness
      1. 1st order (ages 2-6 yrs)
      2. 2nd order (6- teens)
      3. 3rd order (teens and beyond)
         1. traditional
         2. conformist
         3. able to internalize a value system
         4. understand and respect the needs of others
         5. think abstractly
      4. 4th order
         1. Modern / Postmodern (4.5)
         2. person becomes "self- authoring"
         3. capable of constructing their own value systems
      5. 5th order
         1. integral
         2. bring together and synthesize many different value systems
   7. Integral teacher should attend to:
      1. 1) their own subjectivity and “vertical” transformation through such practices as self-inquiry, meditation, shadow work, and embodied exercises
      2. 2) the intersubjectivity they share with their students through such practices as reflective dialogue, collaborative exercises, perspective taking, and providing presence while others speak
      3. 3) their classroom through such practices as arrangement of seats/tables, use of space, structure of each class, opening windows, use of visual aids and handouts, assignments, and length of breaks
      4. if you do not help students be present to the actual exchange of signifiers they are not going to learn the signifieds
      5. opening oneself to being continually shaped as an Integral teacher (the I)
      6. supporting and challenging students to be Integral students (the We)
      7. recreating class structures into an Integral classroom (the It/s)
   8. development
      1. students
         1. from egocentric narcissism
            1. “We are not going to do what the teacher says!”
         2. to ethnocentric herd mentalities
            1. “We will do what the teacher expects or what our parents/friends think we should do.”
         3. to worldcentric perspectivalism
            1. “We will keep many perspectives in mind and do what serves ours and others’ own growth within multiple dimensions.”
      2. classroom structures
         1. authoritarian structures
            1. rigid rules, teachers with unilateral power, and teachers serving as expert
         2. Torbert’s (1991) liberating structures
            1. support group-reflectivity through multiple feedback loops
   9. 7 Commitments of Integral Ed
      1. The best components of both conventional and alternative approaches to education can be integrated
      2. The teacher, the students, and the classroom can engage transformative processes
      3. The educational space has four irreducible dimensions
         1. ubjective experience
         2. objective behavior
         3. intersubjective culture
         4. interobjective systems
      4. Each of these four dimensions has depth and complexity that develops over time; this development can be facilitated
      5. It is crucial to attend to the multiple developmental lines in teachers as well as students
      6. Teachers must recognize and work creatively with the many natural and non-ordinary states of embodiment and awareness
      7. an educator needs to work with multiple typologies in order to provide the most responsive and effective educational space